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Are low math scores being affected by the use of manupulatives?

A. Problem Statement
1. Are low math scores being affected by the use of manupulatives? Are Algebra Tiles effective for raising TAKS Math scores in High School students?
2. Describe at least three symptoms of the problem or pieces of evidence that illuminate the problem above.

B. Literature Search: Find materials relevant to the problem above.
1. List at least seven keywords that are representative of the problem and that you will use to guide your information search.
2. List at least two resources that you will use to find your information.
3. After performing your searches and considering your results, describe how you modified your keyword or source searches to retrieve the best results. (If you did not need to modify your searches, discuss why your search was successful without revision.)
4. Discuss which keywords yielded the most fruitful searches.

Solution Preview

A. Problem Statement
1. Are low math scores being affected by the use of manipulatives? Are Algebra Tiles effective for raising TAKS Math scores in High School students?

Please refer to the three relevant articles listed. Although none of the specifically point to TAKS scores or Algebra Tiles, they do point to the increase in overall student achievement with the use of manipulatives. I have only included ones that mentioned more upper-level mathematics, and have not ELL/LEP-focused articles or more than one special education article. When you do include these types of articles (which can easily be found using ERIC) then there is even more evidence to show that manipulatives do have a positive effect on student achievement.

[1] Aburime, F. Ehi. (Benson Idahosa University) "How manipulatives affect the mathematics achievement of students in Nigerian schools." Educational Research Quarterly. Vol 31.1. 2007.
[2] Cass, Mike et. al. ...

Solution Summary

This solution provides a starting point for researching the effect of manipulatives on high school math scores with three references.

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